Modern approaches to organizing educational activities for preschool children. Innovative approaches to planning the educational process in kindergarten A modern approach to organizing preschool education

Date of publication: 08/16/17

Consultation for preschool teachers

“Modern approaches to planning the educational process in the conditions of the Federal State Educational Standard for Education”

Introduction

The problem of planning is relevant, but at the same time one of complex tasks facing preschool institutions that are opening new forms of before school education: short-stay groups, advisory centers, child play support centers, early help service, lekotek.

Today, big changes are taking place in preschool education, the foundation of which was laid by the state, which is showing great interest in the development of this area. In order to improve the upbringing and education of preschool children, the Federal State Educational Standards for preschool education were introduced, and SanPiN for the structure, content and organization of work in preschool organizations was approved, from 09/01/2013. The new federal law “On Education in the Russian Federation” was put into effect ». The main goal of policy in the field of preschool education is quality education for preschool children. Currently, preschool institutions can choose priority areas, programs, types of educational services, new forms of work, focused on the interests of the teaching staff and parents.

For the first time in history Russian education The Federal State Educational Standards for preschool education are a document that, at the federal level, determines what the main general education program of a preschool institution should be, what it determines the goals, content of education and how the educational process is organized.

The introduction of the Federal State Educational Standard for preschool education is due to the fact that there is a need to standardize the content of preschool education in order to provide every child with equal starting opportunities for successful learning At school.

However, the standardization of preschool education does not provide for the presentation of strict requirements for children of preschool age, does not consider them within a strict “standard” framework.

OOP is a model for organizing the educational process of a preschool educational institution. The basic general education program helps the child master the basic level of preschool education. It is designed to provide the preschooler with a level of development that will allow him to be successful in further education, i.e. at school and should be carried out by every preschool institution.

In the current conditions, according to many experts, the role of planning in education management is significantly increasing. Well-designed models of the educational process in preschool educational institutions serve as a guide for teachers and help solve the problems of quality education.

• Holistic educational process in preschool educational institutions is a systemic, holistic, developing over time and within a certain system, a purposeful process of interaction between adults and children, which is person-oriented in nature, aimed at achieving socially significant results, designed to lead to transformation personal properties and qualities of pupils. The educational process provides each individual with the opportunity to satisfy their development needs, develop their potential abilities, preserve their individuality, and self-realization.
• Integrative approach towards building a holistic pedagogical system

The educational process should:

• Combine the principles of scientific validity and practical applicability;
• Meet the criteria of completeness, necessity and sufficiency;
• Ensure the unity of educational, developmental and training goals and objectives of the children’s education process.

The educational process in each educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participation in its design by subjects of different levels - from the state to a specific teacher, parent and child.

To construct an optimal model of the educational process in accordance with the Federal State Educational Standard for Educational Education, it is necessary to remember what basic educational models exist in preschool educational institutions at the present time.

Three models for organizing the educational process in preschool educational institutions

1. Training model

In recent years, it has been actively used in preschool educational institutions. The organization of the educational process in a preschool institution is based on the principle of divided teaching methods, each of which has its own construction logic. In this model, the adult’s position is that of a teacher: the initiative and direction of activity belong entirely to him. The model is designed for advance hard programming of the educational environment in the form of techniques. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form of “teaching aids”. Attractiveness educational model for practitioners it is determined by its high technological effectiveness and accessibility to a professionally trained teacher. To help the teacher, many notes are published - developments on individual methods, the content of which is not related to each other.

2. Complex thematic model

The organization of educational content is based on a theme, which acts as communicated knowledge and is presented in an emotional and figurative form. The implementation of the topic in various types of children's activities (“living” it as a child) forces the adult to choose a freer position, bringing it closer to a partner’s position.

The organization of the subject environment in this model becomes less rigid, and the creativity of the teacher is included.

The set of topics is determined by the teacher and this gives systematicity to the entire educational process. However, in general, the educational process is aimed more at expanding the child’s ideas about the world around him than at his development. This model is most often used by speech therapists.

The model places quite high demands on the general culture and creative and pedagogical potential of the teacher, since the selection of topics is complex process.

3. Subject-environment model

Limiting the educational environment only to subject material and focusing on the child’s self-development in this model leads to a loss of systematicity in the educational process and sharply narrows the cultural horizons of a preschooler. At the same time, like the educational model, this model is technological and does not require creative efforts from an adult.

Conclusion:The features of these prototype models must be kept in mind when constructing an optimal model of the educational process for preschool children. It is possible to use the positive aspects of complex thematic and subject-environmental models: the unobtrusive position of an adult, the variety of children’s activities, free choice subject material.

Integrative principles of planning should be based on the formulation of meaningful tasks in different areas in order to complement and mutually enrich each other, the use of different forms of interaction between the teacher and children and children among themselves, adequate to the set general developmental tasks, interrelated types of activities that form various essential connections in the child’s ideas about in the world It orients the teacher towards the interests and motivation of the child when constructing a holistic picture of the world in the process of living a certain period of time, rich in meaning.

In the optimal case, when planning the pedagogical process, the teacher takes as a basis a fragment of reality associated with previous and subsequent acquaintance with the world around him, organized around the interests and capabilities of the child, reflecting the process of formation of the image of the world at this stage of its development, the current situation from the surrounding space (family, kindergarten, city, country, world). The teacher analyzes what types of activities allow the child not only to learn new things and play, but also what experience can be relied upon, what developmental tasks are associated with these types of children's activities, how they can be combined with each other, how to introduce preschoolers into the study in the most motivated and expedient way possible. fragment, combine disparate information into a single whole, master and generalize the material, stimulate children's creativity, encourage communication, present the result, taking into account the child's point of view.

Traditional planning is characterized by a strictly fixed weekly schedule of classes for children; it is never subject to change; in fact, it is similar to the lesson schedule at school. Each type of children's activity (artistic, visual, musical, etc.) has its own logic of development, mainly associated with the complication of content, through this the teacher has the opportunity to develop the child. The game is rarely presented at all. However, in this approach there is no interaction between different types of activities, forms of their organization, as well as interaction between different teachers. Every year, mastering the world around us is presented without taking into account the child’s experience, which he received earlier both in independent activities and in the previous educational process. Such planning does not ensure the integrity of development and leads to a fragmented picture of the surrounding world. As a result, the child has weak cognitive motivation, a fading desire to establish relationships, etc.

The model of integrative planning of the pedagogical process with preschoolers is distinguished by general goals of mastering the surrounding world in all its manifestations, in completeness and integrity. This is facilitated by building a common semantic context that is significant for children, establishing relationships between different types of children’s activities and different forms of their organization, unity of views of adults on child development, taking into account different vectors of pedagogical influence on children’s development (direct and indirect), combining the efforts of all participants in the pedagogical process. All this allows us to take into account what happened to children before, what they have already learned, and what they have to learn. Various types of children's activities are united by assigned tasks, adults treat each other collegiately, children enter into various types of interaction in a free and organized activities. The logic of development is preserved from year to year, but is enriched at a new stage of development of the children's community and each child individually, taking into account age, time of year, the moment of the pedagogical process, the actual content of the surrounding reality, which makes it possible to solve spontaneously arising moral problems. Independent activities (play, outings, experimentation) are combined with activities organized by adults. Basic structural components models of goals, objectives, a general perspective on creating conditions for the assimilation of a common human culture - contribute to the overall development of the child. The model allows you to flexibly and variably change the sequence of used forms of organizing the pedagogical process in accordance with the initiatives of children, their mood, significant events in the surrounding world, and provides for the selection of such forms of activity that optimally correspond to developmental tasks and the important content of the activity. Space is given to children’s emotional manifestations and their semantic constructions. Cause-and-effect relationships within individual areas of the surrounding world being studied remain, but they are also integrated into other areas through different types activities using content transitions.

The implementation of the integrative content of the pedagogical process necessarily involves special planning, which itself is integrative in nature, since it is based on a single semantic context. It provides for the organization of different types of children's activities in their interrelation, based on their internal logic of development and different vectors of using pedagogical influence (direct and indirect - through the organization of interaction of children with each other and through the organization of a developmental subject environment).

An integrative approach to building an integral pedagogical system helps to expand children's emotional and semantic field, which significantly increases their level of development. This especially applies to such aspects as mental activity and initiative, cognitive interests, the ability to convey the same image in different types of activities and by different means, while widely using contextual associations, to generate new personal meanings.

Integrative planning provides semantic relationships between system-forming components, which make it possible to create conditions for the emergence of broad associative fields in children on the following basic principles: the connection of educational activities with the child’s experience and his needs, each specificity appears to the child as

the manifestation of something in common, the mastery of the same meanings using different styles of perception, the relevance of previous experience in the present in different situations - in training sessions and in independent types children's activities, etc.

The developed planning model makes it more flexible than the traditional approach. Its structural components can be changed. This approach promotes a variable arrangement of content that preserves its basic focus and takes into account the specifics of the educational institution.

Mastery by teachers of the mechanism of integrative planning increases their professional competence, contributes to the development of the ability to build strategies and tactics of their work in the context of the pedagogical process based on reflection on their own activities, assessing their results from the point of view general development child. Such planning becomes a tool for the educator in his professional interaction with colleagues and contributes to the development of a unified view on the specifics of the development of a preschool child, primarily from the position of ensuring its completeness and integrity.

The main goal of integrative planning of the content of the pedagogical process is to introduce the child to the active development of the surrounding world in its various manifestations (objects, nature, human relationships, ways of knowing, etc.), which are enriched and deepened, which ensures the formation of the first ideas about the integrity of the surrounding world, as well as development of children's general abilities for cognition and creativity. The latter is manifested in the ability of children to independently identify different properties and establish some connections between them, reflect their understanding of one or another meaning, creating a subjective original product different types(design, drawing, text, game plot, etc.). All this contributes to their personal growth, which may become a further task of research on this issue.

3. Modern planning requirements educational activities in accordance with the Federal State Educational Standard for preschool education.

The basis of the educational process is planning. Plan - this is a project pedagogical activity all participants in the educational process. Planning - This is a scientifically based organization of the pedagogical process of a preschool educational institution, which gives it content, certainty, and controllability.

Psychological and pedagogical research recent years showed that the paramount importance in planning is not so much the teacher’s knowledge of the age and individual characteristics of the children, but rather the consideration of their personal characteristics and capabilities. Developmental, personality-oriented interaction is understood as reliance on the child’s personal qualities, which requires the teacher to:

• constant study and good knowledge of the individual characteristics, temperament, character traits, views, habits of children;
• ability to diagnose, know the real level of formation personal qualities, motives and interests of children;
• timely identification and elimination of reasons that prevent the child from achieving the goal;
• combinations of education with self-education;
• reliance on activity, development of initiative, initiative of children..

Educational planning educational work in a preschool institution - one of the main functions of managing the process of implementing the main educational program - reflects various forms of organizing the activities of adults and children. Introduction of Federal state requirements for the structure of the basic general education program of preschool education, approved. by order of the Ministry of Education and Science of Russia dated November 23, 2009 No. 655 (hereinafter referred to as FGT), introduced significant changes to the current planning structure. These changes are confirmed in the Federal State Educational Standard for Education at the present time.

All preschool specialists are included in the design of activities: music director, instructor physical culture, speech therapist, teachers additional education and, of course, teachers as active participants in the creative group of the institution. As partners, they make proposals of a substantive and organizational nature.

Mandatory pedagogical documentation for the teacher is a plan for working with children. There are no uniform rules for maintaining this document, so it can be compiled in any form convenient for the teacher. However, there are several important conditions, which to the head of the preschool educational institution, the senior teacher or teacher must observe when planning:

• objective assessment of the level of your work at the time of planning;
• identifying planning goals and objectives for a certain period of work, correlating them with an approximate general education program preschool education, according to which the educational process is organized, age composition groups of children and priority areas educational process in preschool educational institutions;
• a clear presentation of the work results to be achieved by the end of the planning period;
• selection of optimal ways, means, methods that help achieve set goals, and therefore obtain the planned result.

An equally important condition for real work planning is taking into account the specific features age group, a specific teaching staff, the actual situation and conditions in which educational activities are carried out, as well as the professional competence of teachers.

A plan for educational work with children is a document according to which two shift teachers work. Therefore, it is a collaborative model and planning must be collaborative. Planning involves not only the process of drawing up a plan, but also mental activity, a discussion between two teachers about what needs to be done to achieve goals and objectives.

The plan can be adjusted and clarified during its implementation. However, the number of amendments can be kept to a minimum if the principles of forward and scheduling planning are followed.

No matter how the plan for educational work with children is designed, it must meet certain requirements:

• be based on the principle of developmental education, the goal of which is the development of every child;
• on the complex thematic principle of constructing the educational process;
• on the principle of integration of educational areas in accordance with the age capabilities and characteristics of the group’s pupils;
• ensure the unity of educational, developmental and training goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;
• the planned content and forms of organization of children must correspond to the age and psychological-pedagogical foundations of preschool pedagogy.

When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is play.

According to the Federal State Educational Standard for Preschool Education, planning the educational process in a preschool educational institution should be based on a comprehensive thematic principle.

In accordance with the complex thematic principle of constructing the educational process, the Federal State Educational Standard for Educational Education offers, to motivate educational activities, not a set of individual game techniques, but the assimilation of educational material in the process of preparing and conducting any events that are significant and interesting for preschoolers. Training through a system of classes will be restructured to work with children on an “event-based” basis. Such events will be Russian holidays ( New Year, Family Day, etc.), international holidays(Kindness Day, Earth Day, etc.). Holidays are joy, tribute, memory. Holidays are events that you can prepare for and look forward to. Project activities will become a priority. The criterion for this principle to work will be the child’s lively, active, interested participation in a particular project, and not a chain of actions as directed by an adult. After all, only an active person can become successful.

• A topic is selected for 2-6 weeks;
• All forms of educational work continue the chosen topic;
• Brief recommendations are offered for parents on organizing joint child-adult activities at home;
• Each topic ends with a final event (exhibition, holiday, sports entertainment, role-playing game, performance, etc.).

How do we understand "comprehensively thematic planning educational process"?

First of all, thematic planning is planning in accordance with the approximate basic general educational program of preschool education in all educational areas (physical, social-personal, cognitive, speech and artistic-aesthetic). What tasks does the author set? What conditions? What results should be achieved?

• Types and forms of planning

The preschool educational institutions use two basic planning forms: annual and calendar plan. Teachers traditionally use such types of planning: calendar-thematic, perspective-calendar, block, complex. A new type is modular planning.

Modular planning takes into account the peculiarities of the work of a modern preschool institution and consists of three interrelated sections:

• long-term calendar planning;
• ensuring continuity between the preschool educational institution and the school;
• communication with preschool education specialists and public organizations.

Pedagogical diagnostics are also included in planning to assess children’s achievements, the effectiveness of pedagogical efforts, and correct the level of children’s development.

Planning principles:

• A complex approach, ensuring the interconnection of all links and aspects of the pedagogical process;
• building a pedagogical process based on interaction and partnership between an adult and children;
• real consideration of the characteristics of the region, the situation, and the season of children’s age.

The priority direction of managing the pedagogical process is modeling and adaptation exemplary educational models for the conditions of preschool educational institutions and preschool groups. The organization of the pedagogical process requires appropriate technologies.

Models pedagogical technologies:

• individual pedagogical support;

• personal pedagogical support.
  • Algorithm for planning and tracking results

Algorithm for planning the educational process on academic year can be represented as follows.

Step one- choosing a basis for building a thematic calendar. This could be planning according to lexical topics, repeating from year to year ("Seasons", "Adult Labor", "Road Safety", "New Year", "Moscow", "Home and Family", etc.). Or planning based on a festive-event cycle, the basis of which is important events in the life of the child-adult team (Knowledge Day, City Birthday, Autumn Fair, Lantern Festival, New Year, Group Birthday, We Travel, etc.).

Step two- distribution of topics for the academic year, indicating time intervals.

The topics selected by the teacher can be distributed over weeks. In addition, it is necessary to plan a developmental environment that will help expand children’s independent activities in mastering the proposed topics.

When choosing and planning topics, the teacher can be guided by the topic-forming factors proposed by N.A. Korotkova:

first factor– real events occurring in the environment and arousing the interest of children (vivid natural phenomena and social events, holidays);

second factor– imaginary events described in work of art which the teacher reads to the children. This is as strong a theme-forming factor as real events;

third factor- events specially “modeled” by the teacher based on developmental tasks (introducing into a group of objects previously unknown to children with an unusual effect or purpose, arousing genuine interest and research activity: “What is this?”, “What to do with it?”, “ How does it work?");

fourth factor- events that occur in the life of an age group, “infecting” children and leading to the preservation for some time of interests, the source of which, as a rule, is the media of mass communication and the toy industry.

All these factors can be used by the teacher for flexible design of a holistic educational process.

Planning a thematic week should be based on a certain system of general requirements. First of all, it is necessary to highlight the tasks of working with children in accordance with the program of a specific age group of pupils and the topic of the week. For example: “to expand and generalize children’s knowledge about Moscow, the capital of Russia, its history,” or “the formation of primary ideas about oneself, family, society, state, world and nature.”

Next, you should select the content of the educational material according to the educational program. Think through the forms, methods and techniques of working with children to implement program objectives. Prepare equipment and think about what changes need to be made to the subject-development environment of the group (exhibitions, filling play corners, introducing new items, games, etc.).

Great importance They also have questions about organizing and monitoring the results of children’s learning and development within the framework of a thematic week.

The teacher’s action algorithm in these areas may be as follows:

• isolating from the program and formulating the pedagogical goal of the week, the development goals of the child (children);
• selection pedagogical content(from different educational fields);
• highlighting the event of the week, the main form of organizing children's and adult activities; formulation of individual educational and developmental tasks for each child and the group as a whole;
• selection of methods and techniques for working with children and with each child individually;
• practical planning of teaching activities for every day during the thematic week;
• thinking through and organizing the process of discussing the results of the week’s event with children, while it is important to emphasize the role of each child in its preparation and conduct;
• recording the results of children mastering educational tasks.

The effectiveness of comprehensive thematic planning

According to many experts, complex thematic planning is the most effective when working with preschool children. Thus, from the position of a senior educator, it allows you to systematize the educational process in a preschool educational institution and unite the efforts of all teachers and specialists, without missing a single pedagogical task during the year.

From the position of a teacher, this approach imparts systematicity and consistency in the implementation of program tasks in different educational areas of knowledge; a situation is created when the child uses all the senses, and, consequently, the material is better absorbed.

The child does not overexert himself, because a constant change of actions and impressions is ensured. At the same time, life in kindergarten is understandable and makes sense for children, because they “live” the topic slowly, without rushing, having time to comprehend and feel it.

The child's consciousness perfectly retains events that are emotionally significant for him. And each time period (in in this case week) has a culminating point - an event for which the whole group is preparing. It could be a holiday, an exhibition creative works, game, quiz. Experiencing events helps the child develop certain knowledge, skills, and abilities in educational areas.

The teacher’s task is to plan the educational process in such a way that, together with the student, they fully experience all its stages: preparation, conduct, discussion of the results. At the same time, it is important that the child has positive emotional experiences and memories. At the same time, in joint activities with the teacher, the student takes a step forward in his development.

This method of planning the educational process requires a high level of professionalism, general culture and creative potential from the teacher. The teacher must be able to integrate educational areas, select the most effective forms of organizing children's activities to solve specific program problems, and also be able to combine different methods and techniques in a pedagogically sound manner, focusing on the age and individual characteristics of children. A modern educator is a creative, interested person, a competent organizer and designer of an environment for the development and accumulation of positive emotional impressions by a child.

List of used literature

• Vasyukova N E About some integrative processes in the education of preschool children // Continuity in the upbringing of children theory and practice Materials of the international scientific and practical conference October 16-17, 2001 - Smolensk State Pedagogical University, 2001 C 1215 (0.3 p l)
• Vasyukova N E Systems approach to planning pedagogical activities as a condition for integrating the content of preschool education // Theory and methodology of continuous vocational education Collection of proceedings of the All-Russian Scientific and Methodological Conference - Togliatti TSU, 2002 - Volume 1, P 44-45 (0.2pl)
• Vasyukova N E New approach to the implementation of new programs // The "Origins" program in the practice of preschool educational institutions experience, searches, finds / Materials of the All-Russian scientific and practical conference "Basic program "Origins" in the practice of preschool institutions" - M Center "Preschool Childhood", 2003 - C 35-37 (0.3 pl)
• Vasyukova N E, Chekhonina O I Integration of educational content through planning pedagogical activities // Kindergarten from A to Z -2004 -№6(12) -C 8-14 (0.3 pl)
• Vershinina N.B., Sukhanova T.I. Modern approaches to planning educational work in kindergarten. Reference and methodological materials. – Publishing house “Teacher”, 2010 - 111 p.
• Vasilyeva A.I., Bakhturina L.A., Kibitina I.I. Senior kindergarten teacher. – M.: Education, 1990. -143 p.
• Vorobyova T.K. Planning the work of a preschool educational institution. – M.: “Ansel-M”, 1997. -64 p.
• Law Russian Federation dated 12/29/2012 “On education in the Russian Federation”
• Implementation of a comprehensive thematic principle of organizing the educational process in a preschool educational institution ( guidelines). Ekaterinburg, 2011.

Application

MODEL OF A TEACHER'S WORK PLAN:

1 section " General information» in the form of tables, which are drawn up at the beginning of the school year:

Annual tasks,

List of children by subgroups

Schedule of educational activities and group work

Cyclogram of the teacher’s work.

Section 2: comprehensive thematic planning of psychological and pedagogical work with children in six blocks. Long-term planning with specification by month and week is built taking into account the events, holidays, and traditions of a given month. The topics selected by the teacher can be distributed over weeks.

Section 3 - forward planning by types of children's activities: play, motor, communicative, labor, cognitive-research, productive, musical and artistic, reading. This section provides for planning work with pupils for a month on the main types of children's activities, each of them has its own specific blocks and is planned both in collaboration with the teacher and in the independent activities of children.

Section 4 - planning of educational activities (EP) - weekly work plan: content of EAC and forms of organizing children.

Report

“Modern approaches to organizing the educational process in preschool educational institutions”

Prepared by:

Head of MBDOU Sakmara kindergarten "Beryozka"

Mazhartseva S.V.

Sakmara 2018

From September 1, 2013, taking into account the entry into force of the new law “On Education,” kindergarten becomes the first compulsory stage of the educational process. The state now guarantees not only accessibility, but also the quality of education at this level.

From January 1, 2014, all preschool educational institutions Russia is moving to the new Federal State Educational Standard for Preschool Education (FSES DO).

Federal state standard preschool education - a document that all preschool educational organizations are required to implement. The Federal State Educational Standard is a set of mandatory requirements for preschool education and defines the tasks of modern preschool education, which are to ensure:

• equal starting opportunities for the full development of every child during preschool childhood,
• protecting and strengthening the physical and mental health of children,
• favorable conditions development of children in accordance with their age and individual inclinations,
• continuity of educational programs in preschool and primary education,
• psychological and pedagogical support for families,
• formation of a general culture of children’s personality, prerequisites for educational activities,
• combining training and education into a holistic process,
• variability and diversity of the content of the Programs,
• formation of the sociocultural environment.

The Federal State Educational Standard includes requirements for:

• OOP structure.
• conditions for the implementation of OOP.
• results of mastering OOP.

The Federal State Educational Standard for Preschool Education defines as one of the main objectives the integration of teaching and upbringing into a holistic educational process based on spiritual, moral and sociocultural values ​​and socially accepted rules and norms of behavior in the interests of the individual, family, and society. In accordance with Article 2 of the Federal Law “On Education in the Russian Federation”: education is a single purposeful process of education and training, which is a socially significant benefit and carried out in the interests of the individual, family, society and the state, as well as the totality of acquired knowledge, skills, abilities, values, experience and competence of a certain volume and complexity for the purpose of intellectual, spiritual, moral, creative, physical and (or) professional development of a person, satisfying his educational needs and interests. Modern approaches to organizing the educational process in a preschool educational organization are associated with the reorientation of modern preschool education from a knowledge approach to the choice of a strategy to support the personal development of each child. The educational process is a systemic, holistic one, developing over time and within a certain system, a purposeful process of interaction between adults and children, which is personality-oriented in nature, aimed at achieving socially significant results, designed to lead to the transformation of the personal properties and qualities of students. In the process of transition to the federal state educational standard of preschool education, there is a need to use innovative approaches to organizing the educational process in a modern preschool educational organization. In this regard, preschool educational organizations are faced with the problem of revising the target foundations of its functioning, the task of changing the content of education, forms and methods of organizing the educational process, and the role of the teacher. Today there is a transition from the information paradigm, focused primarily on the accumulation of knowledge by children, to “sociocultural active pedagogy of development, cultural and historical paradigm of understanding the child” (A.G. Asmolov, V.T. Kudryavtseva), we can say that the goal preschool education is to create conditions for the maximum development of the child’s individual age potential.

Individual approach and individualization of education

An individual approach is the organization by a teacher of the educational process, taking into account the individual characteristics of the child. Identification of problematic or strengths in the child’s development and determination of ways of correction or further development (Svirskaya L.V.).

Individualization is the process of creation and awareness by an individual of his own experience, in which he manifests himself as a subject of his own activities, freely defining and realizing his own goals, voluntarily taking responsibility for the results of his activities.

Individualization is training, the organization of which takes into account the contribution of each child to the learning process. Individualization is based on the premise that no two children learn and develop in exactly the same way - each child acquires and expresses his or her own knowledge, attitudes, skills, personality traits, etc. In contrast to the perception of the child as an “empty basket” that the teacher “fills” with information, individualization considers the child and the teacher as if they together lay the foundations of personality, including the beginnings of key competencies that are natural to preschool childhood (social, communicative, activity, informational and health-saving). Individualization of education is based on supporting children in the development of their potential, stimulating children’s desire to independently set goals and achieve them in the process of learning. The attention of teachers is aimed at ensuring active participation child in educational process. All children, including typically developing children, have individual characteristics, which the teacher should identify and take into account in order to ensure optimization of the learning and development process. By carefully observing children and identifying their interests and strengths, adults help children solve their problems in ways that suit their individual learning styles.

In general, in the educational process there is a kind of “meeting” between the socio-historical experience set by education (socialization) and the child’s subjective experience (individualization). The interaction of two types of experience (socio-historical and individual) should not proceed along the line of replacing individual “filling” with social experience, but through their constant coordination, using everything that the child has accumulated in his own life.

By responding positively to the individual characteristics of children (abilities, learning styles, needs, etc.), the teacher demonstrates to children that accepting others and responding constructively to differences is important and correct. The opposite approach, which assumes that all children react equally to a certain teaching method, that one should be “like everyone else,” “not show character,” “don’t demand too much,” promotes conformity and often turns out to be ineffective in learning.

Individualized learning occurs simultaneously on multiple levels. In its broadest sense, individualization can extend to an entire group of children. The group is a unique micro-society with its own unique subculture (favorite activities and games, rules adopted in the group, interests of children and hobbies of adults, characteristics of interpersonal communication and other characteristics) in which the individualization of learning and development manifests itself spontaneously. Making his own choice (content, partnership, materials, place and method of work), each child acts at his own discretion or in agreement with other members of the microgroup, at his own pace, obtaining his own results (including acquiring new knowledge and skills). The situation when each child in the group is busy with his own business is individualization that occurs naturally. In order for natural individualization to take place, adults are required to be able to create a developmental environment that stimulates the activity of children, time for games and independent activities, protected by adults, and a willingness to provide help and support in situations where they are needed.

Individualization of education can be observed at the subgroup level within one group of children. For example, in a situation where several children in a group show great interest and ability in music and would even like to learn (or are already learning) to play some musical instrument.

Finally, individualized learning may be necessary for individual children in a group. This especially applies to those children whose development potential is above or below established conventional norms, as well as those children who have any serious developmental disabilities.

One of the most important methods for planning the individualization of learning is the teacher’s use of a learning cycle based on the principle of response. This cycle includes observing children, analyzing the results of these observations, creating conditions that help children realize their own goals, and observing the impact of these conditions on the achievement of children's goals. If the goals have been achieved, then the planning process is organized again (choosing a topic, defining goals, etc.). If the goals have not been achieved, the conditions are revised. Sometimes this cycle happens informally and quickly; sometimes it happens with great effort and for a long time.

Working in small groups is another method of individualizing learning. Any activity independently chosen by children or organized by adults can be performed in small subgroups. Subgroups of four to five children and one adult are most effective for activities related, for example, to exploratory and practical research activities or other types of activities that require increased involvement. This type of activity can be repeated several times so that everyone can have the opportunity to participate in it. This allows adults to help children in need and encourage more capable children to act independently.

The next method for planning individualization of training is to ensure flexibility in the implementation of activities. For example, during modeling, the children planned to sculpt animals out of clay. The work can be structured in such a way that children get the opportunity to choose: what animal each of them will sculpt; from what material (plasticine of different colors, colored dough, clay, paper pulp, etc.). The teacher’s task is to help those who find it difficult to start working on their own. He can help some with words, encourage others, and provide physical assistance to others if they need it. More capable children can make many different animals, as complex as they wish. Next, the teacher can help make a model of the forest to create a holistic composition. During the work, the teacher can ask questions of different directions and complexity, offer different options for performing actions and ideas for using ready-made figures. Instead of directly telling children what and how they should do, the teacher helps them do what the children themselves want. This approach provides a relational structure through which children can maintain independence and the teacher can respond to their individual wants and needs when necessary. The example of sculpting illustrates another element of individualization: the careful selection of materials. Most of the materials used must be flexible and have varying degrees of complexity - from the simplest to the most complex. This variety creates optimal opportunities for individualizing teaching and learning, since the use of different materials implies natural individualization. It is important that the teacher carefully observes the children as they make choices, break into small subgroups and independently engage in what they have chosen. In this case, the adult should walk around the group room, spending some time with each small subgroup or individual children, providing them with support and assistance if necessary, encouraging them, or otherwise interacting with them.

It is important that the teacher carefully observes the children as they make choices, break into small subgroups and independently engage in what they have chosen. In this case, the adult should walk around the group room, spending some time with each small subgroup or individual children, providing them with support and assistance if necessary, encouraging them, or otherwise interacting with them.

Individualization of the educational process makes it possible to take into account the interests, capabilities and social situation of the development of pupils of a preschool educational organization.

The social and play experience that a child acquires during preschool childhood (with proper organization of work with him on the basis of play activities) has a significant impact on the development of his emotional, moral and intellectual competence of the child, allowing him to develop readiness for learning at school in general, and ensure Every pupil gets an active start to school. Thus, one of the most important tasks of the Federal State Educational Standard for Education is being solved - the implementation of continuity of preschool and primary school education in order to ensure an equal start to school for children, incl. not attending preschool educational institutions.

The Federal State Educational Standard for Preschool Education also imposes requirements on the conditions for the implementation of the Program, which must ensure the full development of children’s personality in the areas of social-communicative, cognitive, speech, artistic, aesthetic and physical development of children’s personality against the background of their emotional well-being and positive attitude towards the world, themselves and others. to other people.

Based on this, requirements have been formulated for the developmental subject-spatial environment, psychological, pedagogical, personnel, material and technical conditions for the implementation of the preschool education program.

The requirements for psychological and pedagogical conditions are as follows:

• respect for the human dignity of children,
• the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics,
• building educational activities based on interaction between adults and children,
• supporting children's initiative and independence,
• protection of children from all forms of physical and mental violence,
• support for parents (legal representatives) in raising children.

Psychological diagnostics of children's development (identification and study of individual psychological characteristics of children) should be carried out by qualified specialists (educational psychologists, psychologists) and only with the consent of their parents (legal representatives).

The maximum permissible volume of educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”, approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 . N 26.

The requirements for a developing subject-spatial environment are based on the fact that it must ensure the implementation of various educational programs, taking into account the national, cultural, climatic conditions and age characteristics of children. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

Requirements for material and technical conditions - equipment, equipment (items), equipment of premises, educational and methodological kit must meet the requirements of SanPin, rules fire safety, requirements for teaching and educational means, and material and technical support for the Program.

Requirements for mastery results are presented in the form of targets for preschool education. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with the real achievements of children. Mastering the Program is not accompanied by intermediate certifications and final certification of pupils. The targets of preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of children's development and the Organization implementing the Program. During the implementation of the Program, an assessment can be carried out individual development children. Such an assessment is carried out by a pedagogical worker within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with assessing the effectiveness of pedagogical actions and underlying their further planning). The results of pedagogical diagnostics can be used exclusively to solve the following educational objectives:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of his developmental characteristics);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of children's development is used, which is carried out by qualified specialists (educational psychologists, psychologists).

The results of psychological diagnostics can be used to solve problems of psychological support and conduct qualified correction of children's development.

A child who graduates from a preschool educational institution must have personal characteristics, including initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to exert volition, and curiosity. The purpose of kindergarten is to develop the child emotionally, communicatively, physically and mentally. To develop resistance to stress, to external and internal aggression, to develop abilities and a desire to learn. At the same time, we must take into account that the children of today are not the same children who were yesterday.

Educational activities are implemented through the organization various types children's activities (play, motor, communicative, labor, cognitive-research, etc.) or their integration using a variety of forms and methods of work, the choice of which is carried out by teachers independently depending on the number of children, the level of mastery of the general education program of preschool education and the decisions of specific educational tasks.

The Federal State Educational Standard contains an indication of what types of activities can be considered acceptable forms of practice for a preschool child:

At an early age (1 year - 3 years) - object-based activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

For preschool children (3 years - 8 years) - a number of types of activities, such as gaming, including role-playing games, games with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive and research (research objects of the surrounding world and experimenting with them), as well as perception fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual arts (drawing, modeling, appliqué), music (perception and understanding of the meaning of musical works , singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

The essential features of joint activities of adults and children are highlighted - the presence of a partner position of an adult and a partner form of organization (cooperation between adults and children, the possibility of free placement, movement and communication of children).

An essential feature of partnership activities between an adult and children is its openness towards the free independent activity of preschoolers themselves. At the same time, the adult’s partner activities are open to design in accordance with their (children’s) interests. The teacher, based on the interests and play of the children, offers them activities that stimulate them cognitive activity. By providing children with direct contact with people, materials and real life life experience, the teacher stimulates intellectual development child.

Thematic play centers give children the opportunity to independently choose materials and, accordingly, areas of knowledge. Various topics, large-scale tasks (projects) should also take into account the interests of children and can be associated with certain centers. The interior of the group should be organized in such a way that children are provided with a sufficiently wide choice of centers and materials. In a child-centred environment, children:

• make a choice;
• play actively;
• use materials that can be used for more than one purpose;
• everyone works together and takes care of each other;
• are responsible for their actions.

There must be mutual respect between teachers and children. Respect is a necessary element in the community that the kindergarten group is. Educators set the example of mutual understanding, respect and care for each other that they expect from children. The amount of respect children feel from others is a key factor in their development of self-esteem. And self-respect, in turn, lays a strong foundation for positive relationships with other children. When teachers show respect for each child in the group, children learn to accept all other children - those who run slowly, those who draw well, and even children with unusual or confrontational behavior.

Thus, new strategic guidelines in the development of the education system should be perceived positively. The preschool education system must develop in accordance with the demands of society and the state.

Summarizing the material covered in the 1st year:

1. The educational process is specially organized interaction between educators and students, developing over time and within the framework of a certain pedagogical system, aimed at achieving the goals and objectives of upbringing, training, education and personal development.

2. The educational process performs a number of functions - developing, socializing (educating), informational (training) and adaptive.

3. Its significance lies in the fact that in the educational process optimal conditions are created for the timely deployment of both the genetic and social programs of human development, the direction, gradualness, and stage-by-stage nature of this process are ensured, and conditions are created for mastering human experience and activity.

4. The educational process is organized in accordance with the principles of education and training.

5. Main features of the educational process: purposefulness, multifactoriality, variability, integrity, dynamism, dialecticity, subject-subject nature of interaction between teacher and child.

Preschool pedagogy studies the educational process of kindergarten as a factor in purposefully promoting the development of a preschool child as a person, individuality and subject of activity.

a) the concept of the educational process in preschool educational institutions;

In the conditions of preschool education, the goals and objectives of the upbringing, training and development of the child’s personality are solved in the conditions of the educational process, which is purposeful, holistic and systematic. It is specially organized by the teacher based on the laws of upbringing, training and development of the child.

The educational process in a preschool educational institution is a specially organized interaction between a teacher and a pupil in order to implement the tasks of raising and training a child of early and preschool age. Such interaction should ensure the result - the diversified development of the child (physical, social-personal, cognitive-speech, artistic-aesthetic).

The educational process in a preschool educational institution is a purposeful process of diversified development, training and education of children from 3 to 7 years old, taking into account their individual and age characteristics, carried out in various models and forms of preschool education, including family education, in accordance with federal state educational requirements(FGT).

The educational process is focused on ensuring the development of the child (they are reflected in the draft State Educational Standards for Pre-FGT to the General Education Program for Pre-Education Education)

Developmental lines of a preschool child

Physical

Social-personal

Artistic and aesthetic

Cognitive-speech

For example, the line of cognitive and speech development. In this area, the child develops as a subject of cognition: his curiosity, initiative, independence, in searching for new experiences, testing different methods of action, answering questions that arise, and solving problem situations. Are developing general ideas child about the world around him, about himself, about other people. Throughout preschool age, the child’s speech is improved and enriched, becoming one of necessary conditions knowledge.

The educational process of kindergarten is characterized by common features of the educational process as pedagogical phenomenon principles, structure and logic of construction. At the same time, there is a specificity of the processes of education and training in preschool educational institutions, which is determined by the age characteristics and patterns of child development at the stage of preschool childhood.

In order to build a high-quality educational process, it is necessary to take into account the principles of its organization and functioning.

b) principles of the educational process of preschool educational institutions;

Principles of the educational process - a system of initial basic requirements for its construction, the fulfillment of which is ensured high efficiency solving problems of personality development in the conditions of upbringing and education.

The principle of the integrity of child development. Development is carried out as a holistic process. In connection with this situation, it is necessary to ensure that the tasks of mental, physical and other aspects of education are solved in unity.

Examples illustrating the connection between mental education and other aspects of a child’s upbringing and development.

Physical and mental. From an early age, the baby acquires knowledge about caring for his body and skills (how to wash his hands, face, use a napkin, take a nap), which become the basis for a conscious attitude towards himself, the formation of habits of healthy image life.

Aesthetic and mental. Perceiving the beauty of the surrounding world in all its diversity, introducing a child to art requires comprehension, which is impossible without the participation of imagination, memory and thinking. The inclusion of thinking in the process of aesthetic perception is the basis for the development of observation, the formation of sensory culture, and value judgments.

The principle of unity of tasks in raising and educating a child(illustrate yourself).

The principle of systematicity and continuity, that is, the solution to the problems of education is carried out constantly throughout the day, so, in the morning, a conversation with the child, preparing him for class, while washing hands - familiarization with the properties of water and soap, during breakfast - instilling the skills of cultural eating, talking about while walking - observing the condition of the trees and establishing cause-and-effect relationships, while preparing for bed about the importance of sleep for the human body, in free communication - learning to communicate without conflict, etc.

The principle of constant progressive movement of the child’s personality in the pedagogical process involves creating conditions for the child’s constant personal growth and his awareness of this process. Increasing the complexity of tasks, the content of the activity, the conditions for its implementation, and the requirements for the child allows him to constantly improve himself and change himself. This process must bring joy and pleasure to the child, and for this the child must be successful.

The principle of taking into account the age capabilities of children. This principle is implemented through the idea amplification(enrichment) of child development. Development should not be accelerated or demands placed on children should be overestimated; it is necessary to find an opportunity to enrich typical activities for preschool age with a variety of material.

The principle of individualization and differentiation involves the creation of favorable conditions for the manifestation and development of the individuality of each child.

Individual approach. Each person is individual. It develops in accordance with its own pace and development program. When organizing the educational process, the educator must focus on the child’s inclinations, interests, needs, and capabilities. Therefore, he correlates the tasks, methods, and forms of organizing education and training with the individual characteristics of the child, finding a place and time for individual work.

Differentiated approach. For example, in class educational nature A group of intellectually developed children receives a package with a task that requires solving a complex cognitive problem. Children with low level development of imagination and visual-figurative thinking are combined into one group in class in order to increase the level of development of these processes and provide the basis for the development of the foundations of the verbal-logical form of thinking.

The principle of ensuring the child’s emotional and psychological comfort in the educational process associated with providing psychological conditions for education and training : interesting content of the activity, satisfaction of needs, success, emotionally rich communication with adults, positive assessments of the child’s activities and qualities).

The principle of cooperation between subjects of the pedagogical process guides the teacher towards interacting with children on the basis of cooperation, creating conditions for the development of the child’s subjectivity.

2. Be based on the provisions of the cultural-historical theory of L.S. Vygotsky and the domestic scientific psychological and pedagogical school about the patterns of child development in preschool age (about the social situation of development, the leading activity of age, uneven mental development, psychological neoplasms, reactive-spontaneous learning, zone of proximal development, developmental amplification, dominance of immediate motivation, involuntary mental processes etc.), defining the following main approaches to the education of preschool children: cultural and historical; active; personal.

3. Comply with the principle of developmental education, the goal of which is the development of the child.

4. Combine and interconnect the principles of scientific validity and practical applicability (the content of the program must correspond to the basic principles of developmental psychology and preschool pedagogy, and at the same time be able to be implemented in the mass practice of preschool education).

5. Meet the principle of internal consistency of the proposed theoretical positions, formulated goals and objectives, forms and methods of work.

6. Meet the criteria of completeness, necessity and sufficiency (allow you to solve set goals and objectives only using necessary and sufficient material, get as close as possible to a reasonable “minimum”).

7. Ensure the unity of educational, developmental and training goals and objectives of the education process for preschool children.

8. To develop such knowledge, skills and abilities that are directly related to the development of preschool children.

9. Ensure, in the invariant part, the diversified development of children in the main areas within the educational areas” (Appendix 2).

Operational-activity The component of the educational process of a preschool educational institution is represented by pedagogical means, methods and forms.

Means of educational process- this is a set of material objects and objects of spiritual culture intended for the organization and implementation of the pedagogical process and performing various functions.

In the educational process of preschool educational institutions, these are:

Objects of the child’s environment (toys, construction materials, works of literature and art, didactic materials etc.). That is, various visibility (objective and symbolic (models, layouts, literary images, layouts, paintings, illustrations, drawings, etc.) In their totality and a certain order of placement in space, they create an objective developmental environment for the group and the kindergarten as a whole;

Social environment (teachers, specialists, parents, peers and communication with them)

Various types of children's activities (primarily play (its different types), productive activities, aesthetically oriented activities, motor activities, etc. These types of activities, filled with teaching, educational content, including the tasks of teaching, raising and developing the child, specifically organized or independent perform the function of a means of the pedagogical process.

As a means (as well as a method), educational situations (spontaneous or organized, educational, teaching or developing, everyday or specially created) can be considered in which the child is involved and, acting in them, solving various problems, actively changes and gains experience.

All means are connected with each other, used in unity and complex. Their choice is determined by:

The nature of the goals and objectives of the educational process

Opportunities and level of development of students

Means are associated with methods, since they can be part of a method (that is, with the help of means, the interaction of subjects of the educational process is realized, aimed at achieving the goals of the child’s development and education).

In the educational process of kindergarten, various education methods and teaching methods. The most significant of them are playful, visual and practical. We will talk about the specifics of using methods of the pedagogical process in relation to specific areas of the educational process and its tasks

An important element of the operational-activity component of the pedagogical process of kindergarten, along with means and methods, are forms of organization. The uniqueness of the development and education of a child at the stage of preschool childhood also determines the specificity of the forms of organization of the educational process. These include: various routine moments (these are not only time periods during which the child is cared for and looked after, but also various educational tasks are solved.

At such moments, the child accumulates experience (cognitive, social, etc.), which will then be generalized and systematized in specially organized forms of work. In addition to routine issues, activities with children have traditionally been considered as an organizational form. This is a collective form of upbringing and teaching a child about the need for introduction, which A.P. wrote into the educational process of a preschool educational institution. Usova.

She noted that the lesson is not an analogue of a lesson at school, adapted to the capabilities and specifics of teaching preschool children, it is a different form of work with children in essence and method of organization, designed to systematize and streamline the diverse, spontaneous experience that the child has accumulated in other forms educational activities. For a long time, classes were considered as the main form of teaching and raising children in kindergarten. The excessive didacticization of the pedagogical process ultimately led to the fact that educators sought to implement almost all educational tasks in classes, of which there were not many for children in the daily routine.

Hence the desire to intensify pace of work in the classroom, fill them with excess content, increase the number, introduce elements of the lesson as an organized and controlled educational and cognitive activity of children into other moments of the students’ lives, into games, work, etc. It is currently proposed to limit the number and types of classes for children - classes in mathematics and speech development at an older age in order to prepare for school. The child’s education itself, as an organized process, is proposed to be carried out in other forms -

Direct educational activities implemented in the course of joint activities between adults and children;

Joint activity of an adult and children, carried out during routine moments and aimed at solving educational problems.

In this regard, many problems and questions arise: How does a lesson differ from direct educational activities implemented as a joint activity between teacher and child? Are these differences substantive or formal in nature? If the form of organizing the education and upbringing of children in the pedagogical process of a preschool educational institution changes, then what will it be like in terms of content, the nature of the relationship between the teacher and the child, structure, time, methodology? Having given up classes, where, when and at what cost can we implement the educational content that was traditionally implemented in the classroom? and others that have yet to be answered, theoretically substantiating and technologically providing their solution.

Resource component of the educational process - This is a system of conditions under which the goals and objectives of education and training can be successfully achieved.

Let us highlight the groups of conditions that ensure the organization and implementation of the educational process in preschool education:

Environmental - organization of the environment that ensures the child’s activity.

Psychological and pedagogical - implementation of a person-oriented model of interaction between a teacher and a child, implementation of the principle of conformity to nature, construction of subject-subject interaction (interaction of subjects of the educational process based on dialogue and cooperation), implementation of the principle of individualization, organization of interaction between the developing and developing with the family.

Didactic - implementation of the principle of integration and comprehensive thematic planning of the organization of the educational process, implementation of the educational process with the help of pedagogical means, methods and forms that are adequate to the age potential, goals and objectives of the educational program, timely study and correction of the educational process.

Organizational - establishing a social partnership between a preschool educational institution and the family and immediate social environment (library, theater, museum), using regulatory requirements in the field of preschool education.

WORKING PROGRAMM

educational psychologist

Evstropova S.I.,

structural unit GBOU secondary school No. 4

g.o. Chapaevsk - DS No. 1, implementing basic educational programs for preschool education

for the 2016 - 2017 academic year

"Accepted"

at the meeting

Pedagogical Council of the Institution

protocol No._____

"___"__________G.

TARGET SECTION

1.1 Explanatory note

1.1.2 The purpose and objectives of the main educational program of the SP GBOU

Secondary school No. 4 in Chapaevsk - DS No. 1..……………………………………………………....3

1.1.3 Principles and approaches to organizing the educational process in preschool educational institutions.................................................... ........................................................ ...............................................5

1.1.4 Significant for the development and implementation of the work program

characteristics

1.1.4.1 Age and individual characteristics of the contingent of children......................7

1.2 Planned results of mastering the Program…………………......................23

1.2.1 Psychological support for the monitoring system for children’s achievement of the planned results of mastering the Program……………................................... ......26

1.2.2 Area of ​​competence of a teacher-psychologist in the diagnostic examination of preschool children………………………………………………………………..... ........................27

Younger age(3-4 years)

Middle age (4-5 years)

Older age (5-6 years)

School preparatory group (6-7 years old)

2.1 Main areas of activity of a teacher psychologist.................................................. ........................................................ ...............................29

2.2 Psychological support for the implementation of the main general education program of preschool educational institutions for the development of educational areas in accordance with the Federal State Educational Standard..................................... ........................................................ ...........................................33

2.4 List of programs used.................................................... ...............................36

2.5 Interaction teacher-psychologist with specialists from pre-school educational institutions in the context of the implementation of the Federal State Educational Standard………………………………………………………………...... ..........36

2.6 Interaction with families of pupils………………………………………………………40

2.7 Psychological and pedagogical support of correctional work for children with disabilities

2.7.1 Children with disabilities health…………………........40

2.7.2 Psychological and pedagogical examination of children with disabilities………………………………………………………………………………...... ...................41

2.7.3 The main directions of correctional work for the development of educational areas………………………………………………………………………………………….......... 43

2.7.4 Criteria for the performance of a teacher-psychologist………………................................... ........................................................ ...............44

2. ORGANIZATIONAL SECTION

3.1 Methodological support implementation of work programs of a teacher-psychologist.45

3.1.2 Psychodiagnostic kit used.................................................... ......46

3.1.3 Methods used.................................................... ...........................................46

3.1.4 Block of diagnostic support for mastering educational areas.........52

3.1.5 Demonstration material, game aids.................................................... .......52

3.2 Daily routine. Network of joint activities with a teacher-psychologist.................................53

3.3 Network of classes with an educational psychologist.................................................... ........................55

APPLICATIONS.

Appendix 1. Long-term work plan for a teacher-psychologist..................................57

Appendix 2. Map of learning by preschoolers social norms and rules...63

1.Target section

1.1 Explanatory note

Working programm teacher-psychologist of the structural unit of State Budgetary Educational Institution Secondary School No. 4g.o. Chapaevsk - DS No. 1, implementing the main educational programs of preschool education (hereinafter referred to as PEO) was developed in accordance with the Federal State educational standards(Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 "On approval of the federal state educational standard for preschool education " , which came into force from January 1, 2014 Federal State Educational Standard for Preschool Education (FSES DO), regulations governing the activities of a teacher-psychologist in an educational institution. The program is compiled in accordance with the main general educational program of preschool education of the department of State Budget Educational Institution Secondary School No. 4g.o. Chapaevsk - DS No. 1, developed in accordance with the Federal State Educational Standard, the Charter of the preschool educational institution, local acts institutions.

The work program determines the content and structure of the activities of a teacher-psychologist in the following areas: psychoprophylaxis, psychodiagnostics, psychocorrection, psychological counseling and support for the activities of preschool educational institutions in working with children from 2 to 7 years old, parents of pupils and teachers of preschool educational institutions.

The work program includes the organization of psychological support for the activities of preschool educational institutions in the main areas - social and communicative development, cognitive development, speech development, artistic and aesthetic development, physical development, ensures the unity of educational, developmental and training goals and objectives of the educational process. The priority is to ensure a unified process of socialization - individualization of the individual through the child’s awareness of his needs, capabilities and abilities.

Taking into account the specifics professional activity teacher-psychologist of preschool educational institutions - significant attention is paid to purposeful activities on the prevention, maintenance and correction of developmental disorders in children.

1.1.2 The purpose and objectives of the main educational program of SP GBOU Secondary School No. 4 g.o. Chapaevsk - DS No. 1

Psychological and pedagogical support of the educational process ensures the implementation of the Basic General Education Program of Preschool Education, based on the approximate basic general educational program of preschool education "From birth to school" (edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva)

The sample program “From birth to school” was developed on the basis of the Federal State Educational Standard for Preschool Education (Order No. 1155 of October 17, 2013) and is intended for use in preschool educational organizations for the formation of basic educational programs (BEP). The main task facing the authors of the Program is to create a program document that helps teachers organize the educational process in accordance

with the requirements of the Federal State Educational Standard and allowing you to write on the basis Sample program your OOP.

The leading goals of the Program are to create favorable conditions for a child to fully live in preschool childhood, to form the foundations of basic personal culture, to comprehensively develop mental and physical qualities in accordance with age and individual characteristics, to prepare for life in modern society, to schooling, ensuring the life safety of a preschooler.

Particular attention in the Program is paid to the development of the child’s personality, the preservation and strengthening of children’s health, as well as the education in preschoolers of such qualities as:

Patriotism;

Active life position;

Creative approach to solving various life situations;

Respect for traditional values.

These goals are realized in the process of various types of children's activities: play, communication, work, cognitive-research, productive, musical and artistic, reading.

To achieve the goals of the Program, the following are of paramount importance:

caring for the health, emotional well-being and timely comprehensive development of each child;

Creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;

Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

Creative organization (creativity) of the educational process;

Variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

Unity of approaches to raising children in a preschool educational institution and family;

Compliance in the work of kindergarten and primary schools of continuity,

excluding mental and physical overload in the content of education

children of preschool age, ensuring the absence of pressure of subject learning.

Solving the goals and objectives of education outlined in the Program is possible only with systematic and targeted support by the teacher of various forms of children’s activity and initiative, starting from the first days of the child’s stay in a preschool educational institution. From pedagogical excellence Each educator, his culture, love for children depend on the level of general development that the child achieves, the degree of strength of the moral values ​​acquired by him

qualities Taking care of the health and comprehensive education of children, teachers of preschool educational institutions, together with the family, should strive to do happy childhood every child.

Main priority direction in the activities of preschool educational institutions is the development of independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world, qualified correction of deficiencies in the mental development of children, and special attention is paid to cognitive and speech development children. At the same time, the tasks of psychological and pedagogical work on the formation of physical, intellectual and personal qualities of children are solved in an integrated manner during the development of all educational areas, along with tasks reflecting the specifics of each educational direction, with mandatory psychological support.

Teacher-psychologist, preschool educational institution carries out activities within the limits of his professional competence, working with children with different levels mental development.

Psychological support is considered as a strategy for the work of a preschool teacher-psychologist, aimed at creating socio-psychological conditions for the successful development and learning of each child.

The tasks of psychological support are specified depending on the age of the children and their level of development.

Principles and approaches to organizing the educational process in preschool educational institutions

When developing the Program, we took into account scientific approaches formation of a child’s personality:

Cultural-historical approach (L.S. Vygotsky, A.R. Luria)

Activity approach (L.A. Wenger, V.V. Davydov, A.V. Zaporozhets, A.N. Leontyev, N.N. Poddyakov, D.B. Elkonin, etc.)

Personal approach(L.I. Bozhovich, L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, V.A. Petrovsky, D.B. Elkonin, etc.)

These approaches to the problem of individual human development are very closely interrelated and form the theoretical and methodological basis for:

· maintaining and strengthening the health of pupils;

· formation in children of a holistic picture of the world that is adequate to the level of the educational program;

· integration of the student’s personality into national, Russian and world culture;

· formation of the foundations of a child’s social and life adaptation ; · development of a positive emotional-value attitude towards environment, practical and spiritual activity of a person; development of the need for the realization of one’s own creativity.

The reflective-activity approach allows solving problems of the development of mental functions through the use of various types of activities characteristic of a given age. The principle of a person-centered approach suggests the selection and construction of material based on the individuality of each child, focusing on his needs and potential capabilities. Increasing efficiency is based on the ideas of step-by-step formation of actions.

In accordance with the Federal State Educational Standards, the Program is based on scientific principles its construction:

· principle of developmental education, which is realized through the activities of each child in his zone of proximal development;

combination the principle of scientific validity and practical applicability, i.e. compliance with the basic principles of developmental psychology and preschool pedagogy;

· correspondence criteria of completeness, necessity and sufficiency, approaching a reasonable “minimum”;

· unity of educational, developmental and training goals and objectives in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;

· principle of integration of educational fields in accordance with the age capabilities and characteristics of students, the specifics and capabilities of educational areas;

· complex thematic principle building the educational process;

· solving program educational tasks in the joint activities of adults and children and independent activities of children within the framework of direct educational activities, when carrying out regime moments in accordance with the conditions of the preschool educational institution;

· building the educational process on age-appropriate forms of working with children. The main form of work with preschool children and the leading activity for them is play.

Implementation of the principle continuity of education requires the connection of all levels of preschool education, from early and junior preschool age to senior and preparatory school groups. The priority from the point of view of continuity of education is to ensure by the end of preschool childhood such a level of development of each child that will allow him to be successful in learning according to the programs primary school. Compliance with the principle of continuity is aimed at developing in a preschooler the qualities necessary for mastering educational activities - curiosity, initiative, independence, arbitrariness, etc.

Related information.

“Modern approaches to organizing the educational process
under the conditions of the introduction of Federal State Educational Standards
preschool education"

Federal State Educational Standards are regulatory legal acts of the federal level, representing a set of requirements mandatory for the implementation of basic educational programs of preschool education, primary, basic, secondary general education that have state accreditation.

STANDARDS are the basic rules of behavior, legal and legal requirements.

The main SIGNS of education standardization are the unification of educational institutions, a single form, uniform requirements for educational and methodological literature, education and upbringing, a unified standard for assessing the quality of education from preschoolers, 1st grade to the Unified State Exam, public reporting of preschool educational institutions, schools, monitoring.

The standards define the multi-channel financing: state, parents, sponsors, grants, projects, subsidies. Federal State Educational Standards make it possible to design educational programs, greatly expanding the capabilities of teachers. Standards in education as well as Rules traffic- a necessary good, of course not without drawbacks. However, even without standards there is no social system cannot exist.

Federal State Educational Standards determine the purpose, objectives, planned results, content and organization of the educational process. Educational educational programs are being developed on the basis of the Federal State Educational Standard. preschool educational programs

REGULATORY SUPPORT FOR THE INTRODUCTION OF FSES BEFORE

1. Availability of a decision of a public administration body (governing council, pedagogical council, board of trustees) on the introduction of the Federal State Educational Standard into the preschool educational institution.

2. Introduction of changes and additions to the Charter of the preschool educational institution.

3. Development based on an approximate basic program of preschool education of an educational educational institution.

4. Approval of the OOP of this preschool educational institution.

5. Ensuring compliance of the regulatory framework of the preschool educational institution with the requirements of the Federal State Educational Standard.

6. Casting job descriptions employees of preschool educational institutions in accordance with the requirements of Federal State Educational Standards for preschool educational institutions and qualification characteristics.

7. Development and approval of a plan - schedule for the introduction of the Federal State Educational Standard for Education.

8. Determination of the list of methodological literature and manuals used in the educational process in accordance with the Federal State Educational Standard for Educational Education.

9. Development of local acts establishing requirements for various infrastructure facilities of preschool educational institutions (provisions on the logistics center, PMPK, etc.)

10. Development:

Curriculum, annual calendar schedule;

Teachers' work programs

Monitoring provisions

INFORMATION SUPPORT FOR THE INTRODUCTION OF FSES BEFORE

1. Posting information materials on the introduction of the Federal State Educational Standard for preschool education on the preschool educational institution’s website.

2. Widely informing the parent community about preparations for the introduction and procedure for transition to new standards.

3. Organizing a study of public opinion on the introduction of new standards and making additions to the content of the educational program of preschool education.

4. Ensuring public reporting of preschool educational institutions on the progress and results of the introduction of the Federal State Educational Standard.

On the organization of additional education;

On organizing an assessment of the achievement of planned results

The introduction of the Federal State Educational Standard in preschool educational institutions operates on the principle of integration of educational areas. This principle is innovative for preschool education and obliges preschool educational institutions to radically restructure educational activities in kindergarten on the basis of synthesis, unification of educational areas, which involves obtaining a single holistic educational product that ensures the formation of integral qualities of the preschooler’s personality andhis harmonious entry into society.

According to the Federal State Educational Standard for Preschool Education, planning the educational process in preschool educational institutions is based on a comprehensive thematic principle. Complex thematic planning is the most effective when working with preschool children. Thus, from the position of a senior educator, it allows you to systematize the educational process and combine the efforts of all teachers and specialists, without missing a single pedagogical task during the year. From the position of a teacher, this approach imparts systematicity and consistency in the implementation of program tasks in different educational areas of knowledge; a situation is created when the child uses all the senses, and, consequently, the material is better absorbed. The teacher’s task is to plan the educational process in such a way that, together with the student, they fully experience all its stages: preparation, conduct, discussion of the results. When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is play. In the current Federal State Educational Standard play activity not included in any educational area. This is explained by the fact that in preschool age play is the leading activity and should be present in all psychological and pedagogical work, and not just in one of the areas. (This fact is also not an innovation; play has always been the leading activity in preschool childhood). In accordance with the complex thematic principle of constructing the educational process, the Federal State Educational Standard for Educational Education offers, to motivate educational activities, not a set of individual game techniques, but the assimilation of educational material in the process of preparing and conducting any events that are significant and interesting for preschoolers. Learning through a system of games and activities is being restructured to work with children on an “event-based” basis. The criterion that this principle has worked is the child’s lively, active, interested participation in one or another project activity, and not a chain of actions as directed by an adult. The plan of educational work is the main document in working with children, and provides for the planning of all types of children’s activities and the corresponding forms of work for every day. Without this document, the teacher has no right to start work. The purpose of the document is to help achieve the intended educational objectives. A plan is a project of pedagogical activities of all participants in the educational process. Although there are no uniform rules for maintaining this document, it can be drawn up in any form convenient for the teacher. However, there are several important conditions that must be observed when planning: highlighting the goals and objectives of planning for a certain period of work, correlating them with the approximate general educational program of preschool education, according to which the educational process is organized, the age composition of the group of children and the priority areas of the educational process in the preschool educational institution ; systematic and even distribution of material over time, so that children receive information gradually, in a certain system; a clear presentation of the work results to be achieved by the end of the planning period; choosing the optimal ways, means, methods to help achieve your goals, and therefore obtain the planned result; taking into account the specific characteristics of the age group, the actual situation and conditions in which educational activities are carried out.

The standard, in addition to defining comfortable conditions for raising a preschooler, should be aimed at ensuring that the child has motivation for learning, cognition and creativity. It is more important to develop memory, attention, thinking, imagination: it is not the kindergarten that should prepare the child for school, but the school should prepare for the child: a child prodigy, a problem in socialization, underdeveloped, etc.